Transforming primary teachers' representational practices: Effects on students' scientific reasoning and discourse within contemporary sciences

Project: Research

Status	Finished
Effective start/end date	1/01/11 → 30/06/14

Argumentation-based collaborative inquiry in science through representational work: impact on primary students' representational fluency
Nichols, K., Gillies, R. & Hedberg, J., Jun 2016, In: Research in Science Education. 46, 3, p. 343-364 22 p.
Research output: Contribution to journal › Article › peer-review
21 Citations (Scopus)
Primary teachers' representational practices: from competency to fluency
Nichols, K., Stevenson, M., Hedberg, J. & Gillies, R. M., 2016, In: Cambridge Journal of Education. 46, 4, p. 509-531 23 p.
Research output: Contribution to journal › Article › peer-review
5 Citations (Scopus)

Project Details